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					                             SELF-CONTROL

STUDENT ACTIVITIES

De-Escalation Techniques for Handling Anger
Skill Area: calm body, calm voice
Grade Level: K-6

1. STOP…
Count to ten. Take a deep breath. Or walk away until you have calmed down.
2. SAY…
What's wrong? Use your words to say what you don't like.
3. TELL…
What you would like to have happen.

Additional Techniques:
Teach children how to relax and calm down with relaxation exercises.

Breathing Deeply: Have the kids take a deep breath while counting to five. Then
as you count back to one, have them slowly release the air.

Muscle Relaxing: Have the kids pretend to become frozen by slowly tightening
each part of their bodies until they are "frozen solid". Then, let them "thaw" by
relaxing each part of their bodies and allowing their anger to melt away.

Combined Breathing and Muscle Relaxing: Have the kids pretend they are
balloons filling up with air. As you count to five, they slowly breathe in and fill up
their balloons, stretching and tightening their muscles. Have them hold it a few
seconds. Then, as you count back to one again, have them release the air and
relax their muscles as though their balloon is deflating.


Classroom Chart (Originsonline.org)
Skill Area: calm body, calm voice
Grade Level: K-6

Have students identify ways in which they handle their anger in positive ways.
List these on a chart. Post the chart in the classroom and refer to it when
situations arise.

Role Play (goodcharacter.com)
Skill Area: calm body, calm voice, handling anger
Grade Level: K-6

Show situations that create anger. Younger children may use puppets. Students
show how they would react in each situation. Discuss how controlling their anger
can change the situation and role-play it again. Examples of some situations are:
a) Your friend teases you about your hairstyle.

  b) You find out that your best friend has gone roller-skating with someone else
and didn't invite you.

 c) Your sister or brother borrows your favorite sweater without asking.

Wheel of Fortune (School Based Interventions, Posavac, Sheridan & Posavac,
1999)
Skill Area: calm body, calm voice, handling anger
Grade Level: K-6

The teacher explains directions. Students are given a turn on the wheel where
areas are labeled recess, lunch, bus, math, intervention room, etc.).
Students receive a reinforcement menu that they use to discuss how to avoid
potential aggressive situations & appropriate replacement behaviors.

Example: a student spins the wheel and it lands on cafeteria. The student talks
about a situation that could occur such as a younger student bumping into
him/her while in line and how he/she can handle that.


Behavior Badges or Classroom Goals (School Based Interventions, Posavac,
Sheridan & Posavac, 1999)
Skill Area: calm body, calm voice
Grade Level: K-6

This is a visual cue combined with positive reinforcement to reduce disruptive
behaviors.
Students wear badges with an individual goal on it (stay in seat, raise hand).
They receive consistent feedback as well as self-evaluate their progress. This
can also be done as a classroom goal with a meter, jar of marbles, or other
measurable tool.

Gotcha!
Skill Area: following directions, calm body, calm voice
Grade Level: K-6

The teacher calls names out of students via a random tool such as popsicle
sticks with incentives written on them (example: students that came in and took
out their books, you get 10 bonus points or for students that earned all their
respect points this morning you get 5 minutes on the computer). This is an
example of positive intermittent reinforcement.

Safe Club/CARES Club
Skill Area: ALL SKILL AREAS
Grade Level: K-6

Students are given weekly or monthly criteria in advance to earn towards the
given incentive (i.e.: Students that have fewer that 7 sign-in for the month earn a
pizza party at the end of the month or students that are on level III participate in
CARES club for the week).

Bus Safety Awards – Promoting Self-Control on the Bus
Skill Area: following directions, calm body, calm voice
Grade Level: K-6

Description: Students that don't get bus write-ups for a week or two week period
earn a small incentive (extra points, sticker, pencil, etc)


Self-Recording (School Based Interventions, Posavac, Sheridan & Posavac,
1999)
Skill Area: following directions, calm body, calm voice
Grade Level: 2-6

Description: The Team develops an individualized form for student to be aware
of his/her disruptive behaviors. Student completes at the end of each period.
Items may include:

I worked quietly
I did not talk out without asking
I din not bother anyone
I stayed in my seat
I worked by myself
student and staff discuss goal and progress.

Walking it Off
Skill Area: calm body
Grade Level: K-6

Students learn to verbalize that they need to walk (or an alternative physical
activity) They need to learn that appropriate physical activity can help them take
their mind off a situation until they are calm enough to handle it.

Drawing/Journaling
Skill Area: calm body
Grade Level: K-6
When student are upset about something they can write our draw. This provided
an outlet for them to channel their thoughts or ideas until they are able to cope
with the situation. It also provided an ongoing log that can be used for therapy
with outside sources if applicable (student willing).

“Chill Breaks”
Skill Area: calm body
Grade Level: K-6

This can be student or staff directed. Staff can suggest to students when they
see behaviors and emotions escalate to take a break to allow time to de-escalate
and think before they act inappropriately. As students are more aware with
themselves they can ask for these breaks on their own to avoid blow-ups. It is
key that staff knows and recognize triggers and certain antecedents of individual
students to minimize problems.

Know Your Feelings
Skill Area: calm body
Grade Level: K-6

Teach students to be aware of their feelings and those of peers. Have
discussions around what each feeling looks and sounds like. This teaches
students to be aware of themselves and others. Also, give students tools to use
when they are feeling angry or out of control. For example, if a student is feeling
upset teach him/her to take a chill break or to use his/her words to verbalize they
need time to process or time alone (within limits).

Teacher’s can also have a daily feelings check-in chart where students can put
their name on the appropriate feeling they are having when they come in each
morning.

Good Choice/Bad Choice Activity (Enablemescotland.info)
Skill Area: ALL SKILL AREAS
Grade Level: K-6

Draw a line down the middle of the paper or a board and label the columns
“Good Choice” and “Bad Choice”. Talk about different scenarios and ask
students how they’ve handled them in the past. As a group decide where to put
the actions, why they belong in a category and what they can do in the future.

DISCUSSION QUESTIONS/AND OR WRITING ASSIGNMENTS
What are some things that make you angry? (Make a list.)

Is it okay to get angry sometimes? When?

Does losing control of our anger make things better or worse? What happens
when we lose control of our anger?

How can you tell when you are losing control of your anger? What can you do to
calm down?

What are some good ways to get rid of anger?

How can you tell when someone else is getting angry? What are some of the
warning signs? Does everyone have the same warning signs?

What are some good ways to handle someone else's anger?

How do people act when they are angry?

				
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posted:11/12/2011
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